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Fig. 3 | Empirical Research in Vocational Education and Training

Fig. 3

From: Emotional states during learning situations and students’ self-regulation: process-oriented analysis of person-situation interactions in the vocational classroom

Fig. 3

Sample-related (non-significant) interaction effect between students’ self-regulation and organisation of classroom interaction (Note Because of the calculated differences between student-centred learning and teacher instruction (Sc–Ti), a value at Sc–Ti above zero (on the right-hand side) represents a higher proportion of student-centred learning in relation to teacher instruction and a value of Sc–Ti below zero (on the left-hand side) represents a higher proportion of teacher instruction in relation to student-centred learning)

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